Inclusão acadêmica e narrativa autobiográfica: sobre a experiência de uma estudante com deficiência intelectual do Curso de Pedagogia da Universidade Federal do Ceará

Abstract

The study discusses the difficulties of a Pedagogy student diagnosed with intellectual disability during the pandemic caused by the Covid-19 virus between 2020 and 2022. It aims to analyze the impacts of replacing face-to-face teaching with emergency remote teaching in times of Covid-19 Pandemic for students with this particularity, taking as an example the experience of a student with intellectual disability and author of this work. The investigation adopts some principles of the methodology of life stories synthesized by Nóvoa (1992), Larossa (2010) and Malatian (2012), covering an autobiographical essay that contemplates the researcher's educational history (FREIRE, 1996). The work also consists of a theoretical reflection of a bibliographic nature, in which the importance of school inclusion in the learning process of students with disabilities is discussed (MANTOAN, 2015). The study concludes that in order to have concrete changes in education there is a need for teachers of all backgrounds, including specialists, to improve in knowledge that enables them to work with all types of students, as they all have their own particularities. What we want, above all, is to know if schools are transforming and if students are being respected within their possibilities to advance autonomously.